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Embodiments of Mind

MIT Press (1963)

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  1. Pipelines, processing models, and the mindbody problem.John G. Seamon - 1984 - Behavioral and Brain Sciences 7 (1):81-82.
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  • Models of mind: Hidden plumbing.Enoch Callaway - 1984 - Behavioral and Brain Sciences 7 (1):68-69.
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  • Broadbent's Maltese cross memory model: Wisdom, but not especially unconventional.Robert G. Crowder - 1984 - Behavioral and Brain Sciences 7 (1):72-72.
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  • Broadbent's Maltese cross memory model: Something old, something new, something borrowed, something missing.Elizabeth F. Loftus, Geoffrey R. Loftus & Earl B. Hunt - 1984 - Behavioral and Brain Sciences 7 (1):73-74.
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  • From AI to cybernetics.Keizo Sato - 1991 - AI and Society 5 (2):155-161.
    Well-known critics of AI such as Hubert Dreyfus and Michael Polanyi tend to confuse cybernetics with AI. Such a confusion is quite misleading and should not be overlooked. In the first place, cybernetics is not vulnerable to criticism of AI as cognitivistic and behaviouristic. In the second place, AI researchers are recommended to consider the cybernetics approach as a way of overcoming the limitations of cognitivism and behaviourism.
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  • Brain-based elementary auto-reflection mechanisms for conscious robots: Some philosophical implications.Bernhard J. Mitterauer - 2011 - International Journal of Machine Consciousness 3 (02):283-308.
    A brain model based on glial-neuronal interactions is proposed. Glial-neuronal synaptic units are interpreted as elementary reflection mechanisms, called proemial synapses. In glial networks (syncytia), cyclic intentional programs are generated, interpreted as auto-reflective intentional programming. Both types of reflection mechanisms are formally described and may be implementable in a robot brain. Based on the logic of acceptance and rejection, the robot is capable of rejecting irrelevant environmental information, showing at least a "touch" of subjective behavior. Since reflective intentional programming generates (...)
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  • Neuro-cybernetics of socio-scientific systems.Masudul Alam Choudhury & Mohammad Shahadat Hossain - 2010 - Mind and Society 9 (1):59-83.
    The field of information technology is broadened up to the domain of ‘learning’ systems and cybernetics. In covering this extension of the field due recourse is made to the epistemological basis of theory construction. When so comprehended, information technology becomes a philosophical inquiry on a variety of social, scientific and technological issues. A new idea that we refer to as neuro-cybernetics is born. The term neuro-cybernetics is used to delineate the epistemological field of system and cybernetic study. The above-mentioned phenomenological (...)
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  • A new symbolic representation for the algebra of sets.Jerome Frazee - 1990 - History and Philosophy of Logic 11 (1):67-75.
    The algebra of sets has, basically, two different types of symbols. One type of symbol (∩, ?, +, ?) defines another set from two other sets. A second type of symbol (?, ?, =, ?) makes a proposition about two sets. When the construction of these two types of symbols is based on the same four-dot matrix as the logic symbols described in a previous paper, the three symbol types then dovetail together into a harmonious whole that greatly simplifies derivation (...)
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  • On the nature of minds, or: Truth and consequences.Shimon Edelman - 2008 - Journal of Experimental and Theoretical Ai 20:181-196.
    Are minds really dynamical or are they really symbolic? Because minds are bundles of computations, and because computation is always a matter of interpretation of one system by another, minds are necessarily symbolic. Because minds, along with everything else in the universe, are physical, and insofar as the laws of physics are dynamical, minds are necessarily dynamical systems. Thus, the short answer to the opening question is “yes.” It makes sense to ask further whether some of the computations that constitute (...)
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  • Does the evolutionary perspective offer more than constraints?Wolfgang Schleidt - 1992 - Behavioral and Brain Sciences 15 (3):456-456.
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  • A cognitive theory without inductive learning.Lev Goldfarb - 1992 - Behavioral and Brain Sciences 15 (3):446-447.
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  • The Maltese cross: A new simplistic model for memory.Donald E. Broadbent - 1984 - Behavioral and Brain Sciences 7 (1):55-68.
    This paper puts forward a general framework for thought about human information processing. It is intended to avoid some of the problems of pipeline or stage models of function. At the same time it avoids the snare of supposing a welter of indefinitely many separate processes. The approach is not particularly original, but rather represents the common elements or presuppositions in a number of modern theories. These presuppositions are not usually explicit, however, and making them so reduces the danger of (...)
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  • Plural Embodiment of Mind. Genealogy and Guidelines for a Radically Embodied Approach to Mind and Consciousness.Mauro Ceruti & Luisa Damiano - 2018 - Frontiers in Psychology 9.
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  • Creativity refined: Bypassing the gatekeepers of appropriateness and value.Alan Dorin & Kevin Korb - unknown
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  • Cognition and simulation.N. E. Wetherick - 1992 - Behavioral and Brain Sciences 15 (3):462-463.
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  • On models and mechanisms.William R. Uttal - 1992 - Behavioral and Brain Sciences 15 (3):459-460.
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  • A cognitive process shell.Steven A. Vere - 1992 - Behavioral and Brain Sciences 15 (3):460-461.
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  • A psychologically implausible architecture that is always conscious, always active.Mark Vincent LaPolla & Bernard J. Baars - 1992 - Behavioral and Brain Sciences 15 (3):448-449.
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  • Unifying congnition: Has it all been put together?John A. Michon - 1992 - Behavioral and Brain Sciences 15 (3):450-451.
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  • Unified cognition misses language.Csaba Pléh - 1992 - Behavioral and Brain Sciences 15 (3):451-453.
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  • Re-membering cognition.Susan F. Chipman - 1992 - Behavioral and Brain Sciences 15 (3):441-442.
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  • Active symbols, limited storage and the power of natural intelligence.Eric Chown & Stephen Kaplan - 1992 - Behavioral and Brain Sciences 15 (3):442-443.
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  • A unified theory for psychologists?Richard A. Carlson & Mark Detweiler - 1992 - Behavioral and Brain Sciences 15 (3):440-440.
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  • Reframing the problem of intelligent behavior.Stuart K. Card - 1992 - Behavioral and Brain Sciences 15 (3):438-439.
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  • Toward unified cognitive theory: The path is well worn and the trenches are deep.John M. Carroll - 1992 - Behavioral and Brain Sciences 15 (3):441-441.
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  • Cognition and comparative psychology.George A. Miller - 1983 - Behavioral and Brain Sciences 6 (1):152-153.
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  • Needed: Some specifics for an imaginal code.Richard Millward - 1983 - Behavioral and Brain Sciences 6 (1):153-154.
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  • Doubts about the importance of language training and the abstract code.William A. Roberts - 1983 - Behavioral and Brain Sciences 6 (1):154-155.
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  • Does language training affect the code used by chimpanzees?: Some cautions and reservations.H. L. Roitblat - 1983 - Behavioral and Brain Sciences 6 (1):155-156.
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  • A code by any other name ….Marc Marschark - 1983 - Behavioral and Brain Sciences 6 (1):151-152.
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  • Language training versus training in relations.Lyn Haber - 1983 - Behavioral and Brain Sciences 6 (1):146-147.
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  • Codes, relations, and mappings.J. Wesley Hutchinson - 1983 - Behavioral and Brain Sciences 6 (1):149-149.
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  • Intellectual codes.Jonathan Bennett - 1983 - Behavioral and Brain Sciences 6 (1):139-141.
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  • The last of Clever Hans?Derek Bickerton - 1983 - Behavioral and Brain Sciences 6 (1):141-142.
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  • Images, labels, concepts, and propositions: Some reservations regarding Premack's “abstract code”.Arthur C. Danto - 1983 - Behavioral and Brain Sciences 6 (1):143-144.
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  • Effects of language training: Some comparative considerations.Victor H. Denenberg - 1983 - Behavioral and Brain Sciences 6 (1):144-145.
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  • Representation without process?John R. Anderson - 1983 - Behavioral and Brain Sciences 6 (1):137-138.
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  • Modules in models of memory.Donald E. Broadbent - 1984 - Behavioral and Brain Sciences 7 (1):86-94.
    This paper puts forward a general framework for thought about human information processing. It is intended to avoid some of the problems of pipeline or stage models of function. At the same time it avoids the snare of supposing a welter of indefinitely many separate processes. The approach is not particularly original, but rather represents the common elements or presuppositions in a number of modern theories. These presuppositions are not usually explicit, however, and making them so reduces the danger of (...)
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  • Stage models of mental processing and the additive-factor method.Saul Sternberg - 1984 - Behavioral and Brain Sciences 7 (1):82-84.
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  • The usefulness for memory theory of the word “store”.D. J. Murray - 1984 - Behavioral and Brain Sciences 7 (1):76-77.
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  • Simplistic heuristics and Maltese acrostics.Patrick Rabbitt - 1984 - Behavioral and Brain Sciences 7 (1):77-78.
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  • The use of interference paradigms as a criterion for separating memory stores.Henry L. Roediger - 1984 - Behavioral and Brain Sciences 7 (1):78-79.
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  • Practice, attention, and the processing system.Walter Schneider - 1984 - Behavioral and Brain Sciences 7 (1):80-81.
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  • Modular mind or unitary system: A duck-rabbit effect.Gillian Cohen - 1984 - Behavioral and Brain Sciences 7 (1):71-72.
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  • Practice and divided attention.William Hirst - 1984 - Behavioral and Brain Sciences 7 (1):72-73.
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  • Memory and mood.Maryanne Martin - 1984 - Behavioral and Brain Sciences 7 (1):75-75.
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  • The Maltese cross: Simplistic yes, new no.Thomas H. Carr & Tracy L. Brown - 1984 - Behavioral and Brain Sciences 7 (1):69-71.
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  • My Life in Chaos.Allan Leslie Combs - 2013 - World Futures 69 (4-6):248 - 268.
    (2013). My Life in Chaos. World Futures: Vol. 69, The Complexity of Life and Lives of Complexity, pp. 248-268.
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  • Res Computans: The Living Subject from Yeast to Human. [REVIEW]María Belén Campero & Cristián Favre - 2012 - Axiomathes 22 (4):457-468.
    Abstract Since modernity, the concept of subject supposes both an anthropocentric and a dualistic view of life and reality. In this study, we carry out an analytic interpretation of the Descartes’ notion of subject, in order to build a different dimension of the concept of subject. We discuss the activity of computing, as the manner by which the living subject relates with and in-forms the world. We further examine computing in the aging yeast as an example of living subject and (...)
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  • Re-framing systemic paradigms for the art of learning.Donald McNeil - 1996 - World Futures 46 (1):23-45.
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